Uganda - Third Education (Rehabilitation of the Education Sector) Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4113-UG STAFF APPRAISAL REPORT REPUBLIC OF UGANDA REHABILITATION OF THE EDUCATION SECTOR THIRD EDUCATION PROJECT January 25, 1983 Education Projects Division Eastern Africa Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS Currency Unit = Uganda Shilling (U.Sh.) US$1.00 = USh. 100 (First Window) US$1.00 = USh. 250.0 (Second Window) USh. 1.00 = US$ 0.01 (First Window) USh. 1.00 = US$ 0.004 (Second Window) SDR 1.00 = US$ 1.1031 US$ 1.00 = SDR 0.9065 On August 23, 1982, the Government introduced a dual exchange rate coupled with a 5% devaluation of the official (First Window) exchange rate. The exchange rate in the Second Window is market determined through weekly auction and subject to fluctuations; it has steadily fallen from USh. 300 to the Dollar in August 1982 to USh. 250 to the Dollar in mid-November 1982. Conversions in the Staff Appraisal and President's Report have been made at the First Window rate, which is applicable to all external assistance projects. GLOSSARY OF ABBREVIATIONS DEO - District Education Office MOE - Ministry of Education NTC - National Teachers College (secondary) PLE - Primary Leaving Examination PIU - Project Implementation Unit TTC - Teacher Training College (primary) UCC - Uganda College of Commerce UTC - Uganda Technical College Republic of Uganda Fiscal Year July 1 - June 30  FOR OFFICIAL USE ONLY UGANDA THIRD EDUCATION PROJECT BASIC DATA GENERAL Area 236,000 sq. Km. Population (1980) 12.6 million Population Density (1980) 53.5 per sq. Km. Crude Birth Rate (per 1,000) 44.7 Crude Death Rate (per 1,000) 13.7 GNP per Capita (1980) US$300 EDUCATION (1980) Adult Literacy Rate 48% PRIMARY EDUCATION (GRADES Pl-P7) Enrollment (Government-aided schools) 1,292,400 As percent of age group of 6-12 years 53.8% Percent of enrollment which is female 43.2% LOWER SECONDARY EDUCATION (GRADES SI-S4 OR EQUIVALENT) Enrollment (Government-aided schools): General Secondary 66,200 Teacher Training 6,000 Technical Schools 2,300 Total 74,500 As percent of age group of 13-16 years 6.6% Percent of enrollment which is female 30.4% UPPER SECONDARY EDUCATION (GRADES S5-S6 OR equivalent) Enrollment (Government-aided schools): General Secondary 6,900 Teacher Training 1,200 Technical Institutes 1,100 Total 9,200 As percent of age group of-17-18 years 1.8% Percent of enrollment which is female 20.2% POST-SECONDARY EDUCATION Enrollment: University 4,050 Specialized Institutions 1,550 Total 5,600 As percent of age group of 19-22 years 0.6% Percent of enrollment which is female 22.6% EDUCATION EXPENDITURE Ministry of Education expenditure as percentage of total expenditure of the Central Government (provisional estimate 1979/80): Recurrent 17.4% Development 11.0% Total l6 .17 This document has a restricted distribution and may be used by recipients only in the performance of| their official duties. Its contents may not otherwise be disclosed without World Bank authorization.   UGANDA THIRD EDUCATION PROJECT STAFF APPRAISAL REPORT Table of Contents Page No. BASIC DATA I. SOCIO-ECONOMIC DEVELOPMENT Socio-Economic Background .....................1.............. Recent Developments and Prospects ........................... 1 II. THE EDUCATION SECTOR Summary .................................................... 2 Prevailing Conditions and Policies .... ...................... 3 Description of the Education System ...... ................... 5 Direct Inputs to Education .................................. 9 Managerial Inputs ........................................... 10 Bank Group Involvement in Education and Training ..... ....... 12 III. THE PROJECT Objectives .................................................. 14 Project Preparation ............................................. 15 Project Components Primary Education .......................................... 15 General Secondary Education . ............................... 16 Primary Teacher Training Colleges ...... ................... 17 Specialized Institutions .............................. *... 17 Makerere University ....................................... 18 District Education Offices ................................ 19 Supply and Delivery ....................................... 19 Special Studies ....... .................................... 20 IV. PROJECT COST AND FINANCIAL PLAN Project Cost ................................................ 22 Financial Plan . ............................................. 24 This report is based on the findings of a mission which visited Uganda in April-May 1982 and included Messrs. R. Welter (Architect/Mission Leader) and R. Durstine (General Educator) and Ms. J. Vial (Economist), all Bank Group staff members.  V. PROJECT IMPLEMENTATION, PROCUREMENT, DISBURSEMENT AND AUDITING Implementation ......................................................... 25 Procurement ...............................-......... . ...... . ........... . 27 Disbursement.- ............................. .................** * ........ 28 Auditing ............................. ................................. 29 Status of Preparation .............. ........... O........................... 29 VI. BENEFITS AND RISKS Benefits .................. ............ ................................... 29 Risks ............................................................... 30 VII. AGREEMENTS REACHED ........... ..... ... ............. .... ........... 30 ANNiEXES ANNEX I - Education Tables and Charts Table 1.01 Comparative Education Indicators - ....................... 32 Table 1.02 Enrollment in Government-Aided Primary Schools, 1974-1980 . 34 Table 1.03 Internal Efficiency of Primary Education .... ........ *.... 35 Table 1.04 Enrollment in Government-Aided General Secondary Schools .. 36 Table 1.05 Enrollment in Makerere University and Other Post-Secondary Institutions .......................................... o ........... .o....... 37 Table 1.06 Enrollment in Teacher Training Institutions and Courses ... 38 Table 1.07 Technical Education Under the Ministry of Education ....... 39 Table 1.08 Teaching Staff in Educational Institutions ................ 40 Table 1.09 Central Government Expenditure in Education .... ........... 41 Table 1.10 Education Costs and Finance - Selected Data ........ *...... 42 Chart 1 Structure of Formal Education . ....................... 43 Chart 2 Organization of the Ministry of Education, 1981 ..... 44 Chart 3 Education Enrollment Pyramid, 1980 ..... ................... 45 ANNEX II - Project Tables Table 2.01 Estimated Project Cost by Component ...... . ................. 46 Table 2.02 Estimated Project Cost by Category of Expenditure ......... 47 Table 2.03 Implementation Schedule .................................. 48 Table 2.04 Schedule of Disbursements ................................. 49 ANNEX III - SUMMARY OF PROJECT RELATED SURVEYS AND STUDIES ............ . .... 50 ANNEX IV - SUPPLY AND DELIVERY SYSTEM ..................................... 52 ANNEX V - SELECTED DOCUMENTS AND DATA AVAILABLE IN THE PROJECT FILE ..... o 54 IIAP IBRD No. 16690  UGANDA APPRAISAL OF A THIRD EDUCATION PROJECT I. SOCIO-ECONOMIC DEVELOPMENT Socio-Economic Background 1.01 Uganda, located on the northern and western shores of Lake Victoria, has an area of 236,000 sq. km. and a population estimated at 12.6 million in 1980. At independence in 1962, in terms of development prospects, the country was one of the most promising in Eastern Africa. It combined rich natural resources, notably abundant fertile land and hydro-electric potential, with well developed means of transportation and communication, a small but skilled core of trained manpower, and a well- developed education system. 1.02 The country did well during its first decade of independence. However, after the early 1970s the situation deteriorated steadily. This was caused by policies introduced by the military regime, which remained in power from 1971 through 1979, and was exacerbated by external shocks, such as the rise in petroleum prices and the tensions which led to the breakup of the East African Community. It culminated in devastation, triggered by the 1978-79 war and subsequent looting. 1.03 During the years of military rule, value added in all sectors, except subsistence agriculture, declined sharply, with the result that overall GDP stagnated and per capita real income declined steadily. Main contributors to the erosion of productive capacity have been two not necessarily independent elements: (a) the lack of maintenance of existing infrastructure and productive assets; and (b) the loss of experienced administrators, managers, entrepreneurs, accountants, teachers and traders who left the country in the first half of the 1970s, and also the loss of an important share of the urban workforce who felt compelled to revert to subsistence agriculture. 1.04 Amidst this rapidly deteriorating situation and although subject to the same constraints as the rest of the economy, the education sector continued to expand, but to a great extent at the expense of the quality of education (para. 2.05). Recent Developments and Prospects 1.05 By April 1979, when the military regime was overthrown, the Ugandan economy was in a shambles. A rapid recovery could not materialize, mainly because political disorder continued -- four changes in Government leadership took place within 20 months -- and critical shortages of foreign exchange remained. It was not until mid-1981 that the elected  - 2 - Government was able to put forward a package of policy reforms intended to stabilize the economy, restore some measure of confidence, improve fiscal and monetary discipline, and eventually create the conditions for economic recovery. Although this program is an important step in the right direction, much remains to be done. Of pressing urgency is the strengthening of the institutional structure for economic management and decision making. 1.06 An indication of the Government's commitment to revive the economy in a reasonable period of time is the comprehensive recovery program submitted to the May 1982 Consultative Group meeting in Paris. This two-year program includes specific proposals for further policy and institutional reforms and a realistic minimum investment plan, giving priority to rehabilitation and to improved utilization of existing capacity. 1.07 The success in speeding up recovery will depend very strongly on the Government's capacity to implement its recovery programs. This would require: (a) rapid improvement in tax administration and expenditure control; (b) obtaining substantial external resources; (c) resolving the problem of the lack of skilled manpower through a program which would include some temporary expatriate hiring for the short run, and simultaneous selective training of nationals to replace these expatriates in the medium term; and (d) a marked improvement of security conditions prevailing in the country, which if not attained may seriously impair, among other things, the much needed inflow of external resources. II. THE EDUCATION SECTOR Summary 2.01 The education system of Uganda, though once smoothly functioning and well-organized, has shared with the rest of the Ugandan economy the ravaging effects of a decade of economic decay and political instability. Even so, the collapse characteristic of most parts of the economy is less evident in the education sector. Despite continuing and severe problems, the Ugandan education system remains a viable operation, with an administrative structure established prior to the military regime, functioning regional offices and school inspectorate (para. 2.27), and a centralized examination system (para. 2.10). Though also subject to the adverse conditions, enrollments in and expenditures on education have grown substantially since 1970. This reflects the high priority attached to education by the public, and its perceived economic and social returns even under the present circumstances. Continuing quantitative expansion has, however, been possible only at the expense of quality at all levels of the education system. The pressures of increased enrollments, combined with years of extreme neglect to the physical inputs needed for the educational process, have resulted in conditions of deprivation and decay in all parts of the system. In particular, negative effects have been suffered from: a general lack of maintenance; the departure of expatriate secondary school teachers, particularly in mathematics and science; a deterioration in  - 3 - teacher morale and productivity resulting from declining real incomes, harassment, and better employment opportunities elsewhere; and the loss or damage of school facilities, equipment and supplies. Substantial rehabilitation is now urgently required if earlier educational standards are to be regained. The immediate requirement is for physical renewal and the provision of minimal supplies and equipment needed to begin restoration of the effectiveness of the existing facilities. At the same time, studies and other steps are called for to prepare for the longer-term tasks of returning to full efficiency and quality the educational inputs, the management services and the financial base upon which the effective operation of the education system will ultimately depend. Prevailing Conditions and Policies 2.02 Social Demand. The continued strong social demand for education is best illustrated by the rapid growth in enrollments at all levels over the past decade. In the period from 1969 to 1979, primary level enrollments virtually doubled. This increase required the construction and furnishing of some 2,300 new primary schools, an average of 230 per year. The capital cost of these new facilities was borne wholly by private individuals, parent groups or other non-government sources, a reflection of the value attributed to basic education by the general public. This traditional means of school construction in Uganda generally yields buildings which are not up to needed standards. Similarly, in the same period, secondary level enrollments more than doubled. Though much of the cost of this expansion was financed by the Government, some 45 secondary schools were established, equipped and staffed at private expense. Similar rates of expansion characterized enrollments in teacher training, Makerere University and other post-secondary educational institutions. 2.03 Economic Returns. Though reliable data are lacking, there is clear indication that the economic returns to education in Uganda continue to be high. Studies of the rural economy have found primary education to be a strong determinant of productivity and adaptability in village enterprises. The estimated rate of return to secondary education in the 1960s was about 29 percent, comparable to that elsewhere in Eastern Africa. More recent information is unavailable, but it is reasonable to believe that these rates still pertain, and private investment in secondary education continues unabated. With the exodus of many entrepreneurs, along with highly-trained and middle-level manpower, employment for secondary school leavers has remained competitive despite the weakness of the economy. In addition, past academic performance has proved a powerful predictor of occupational attainment. This arises in part from the weight given to educational qualifications as a formal requirement for labor market entry. As a result, the demand for schooling does not vary greatly according to economic status. The education system is generally seen as a fair and impartial route to economic gain, so that individuals are willing to bear the considerable private costs required for the provision of basic education to their children.  - 4 - 2.04 Existing Condition of Educational Facilities. Despite continued growth of the education system, the economic and political problems of the past decade have taken their toll. Educational facilities suffer from extreme physical decay and are frequently lacking in the supply of electricity and other services. Equipment of all types is often inoperable because of neglect and the unavailability of spare parts. Books and consumable supplies are at a totally inadequate level. These conditions were exacerbated in those areas affected by the war of 1978-79 and subsequent looting, but a sample survey of school buildings and facilities has shown the severity of need to be generally distributed throughout the country, the majority of schools having lacked repairs and maintenance for 12 years, with very little adequate furniture remaining. The once-proud Makerere University suffers from leaking roofs, nonfunctional sanitary facilities and kitchens, and poor physical security. Secondary schools, in particular the laboratories and shops, operate at much reduced levels because of shortages of materials, spare parts, running water and gas. Primary schools function with virtually no textbooks, leaking roofs, furniture that is deficient or completely lacking, and the barest minimum of chalk, paper and writing implements. Throughout the system, emergency conditions prevail, calling for urgent rehabilitation. 2.05 The Quality of Education. Not surprisingly, expansion of the education sector in the 1970s in the face of generally difficult conditions was at the expense of educational quality. A limited informal survey, carried out in a small number of schools, indicates that the level of science knowledge in the final grade of primary school is today among the lowest in the world. Further, Ugandan performance in reading and sentence comprehension is at or below the average for other similar less developed countries, and substantially below the averages for developed countries. On the other hand, there has been surprisingly little decline over the past decade in the level of mathematics achievement attained by primary school students. This probably reflects the relatively lower dependence upon textbooks in mathematics, as compared with science, language and other subjects. 2.06 Despite the resourcefulness of many teachers and headmasters in maintaining standards in the face of difficult conditions, it will be impossible to improve educational quality without first increasing the supply of essential instructional materials and supplies. Many primary schools have no textbooks and there are far fewer chairs than pupils. The norm is for students to spend long hours sitting on a barren floor, copying and memorizing a lesson which the teacher has presented on the chalk board from a single out-dated textbook, itself often borrowed from a neighboring school, In addition, many students must share pencils and note paper. The deleterious qualitative effects of these conditions of scarcity are passed upwards through the system. In 1980, 49 percent of those who sat for their "O-level" examinations either failed or received the lowest possible pass.  2.07 Government Policies for Education. The Government's policy for arresting further decay, and subsequently for re-initiating the positive development of the education system, is divided into two phases. The first is an urgent program for general rehabilitation and for assurance of minimally adequate conditions of instruction. This is to be followed, at a later stage, by renewed efforts toward improved curricula, teacher training and additional emphasis on technical and agricultural studies. These latter developments will be a subject for study and integration into a comprehensive long-term sectoral plan. Meanwhile, the need for immediate physical rehabilitation looms large. The Government seeks to meet these requirements through the following activities: reconstruction, repair, re-furnishing, re-equipping and re-stocking with textbooks and other instructional materials the schools looted or otherwise damaged during the recent war; similar renewal activities, as needed, to restore and to inhibit the further deterioration of schools which have been neglected over the past decade; reactivation of overseas training programs which were begun before 1970, but which were later paralyzed for lack of foreign exchange; rehabilitation of Makerere University; and improvement of infrastructure and support services for the education sector. In the longer term, the Government seeks to establish free primary education, at least for the first four grades, and to consolidate its policy of compulsory agricultural and technical classes in all secondary schools, in the context of reforms to be considered by a proposed education policy review commission (para. 2.28). Description of the Education System 2.08 The structure of formal education has four stages (Chart 1 of Annex I). The first level consists of seven years of primary education, with current enrollments at about half the corresponding age group. (Some 20 percent of those enrolled in primary schools are overaged, however.) Of those who complete primary school, about a quarter enter secondary school for the initial four year course up to "0-level", a technical school for a three year course, or a four-year teacher training college. Following passage of the "O-level" examinations, about 40 percent continue into the two-year advanced "A-Level" course, a Grade III teacher training college (para. 2.14) for two years, a technical institute (para. 2.20), or one of various training programs sponsored by a government department. Those who complete the "A-level" course may continue to Makerere University (para. 2.13) or perhaps study abroad. Other options for post-secondary education, with varying levels of entry according to the course, are the Uganda Technical College, the National Teachers' College and the Uganda College of Commerce (paras. 2.16 through 2.18 and 2.21). Table 1.01 of Annex I provides comparative education indicators. Charts 2 and 3 of Annex I provide information on the organization of the Ministry of Education and the educational enrollment pyramid, respectively. 2.09 Primary Education. In 1980, 1,292,377 students (54 percent of the 6 thrQugh 12 year age group) were recorded by the Planning and Statistics Office of the Ministry of Education (MOE) as enrolled in Government-aided primary education 1/. Of these, 558,495 (43 percent)  - 6 - were girls. Details may be found in Table 1.02 of Annex I. This enrollment was accommodated in 4,276 schools and served by 38,422 teachers, 30 percent of them female. The gross student to teaching staff ratio was therefore about 34, though actual class size is variable and with a somewhat higher average. The 1980 primary level enrollment represents a doubling of the 1969 enrollment of 632,162 for an annual average rate of growth in enrollment of 6.7 percent. In addition, there were approximately 80,000 students enrolled in some 800 private primary schools in 1980. 2.10 Rough estimates of primary school throughput are given in Table 1.03 of Annex I. Of those enrolled in grade 1, a high percentage are consistently found in grade 7 six years later. These data reflect a very low net rate of wastage, and a throughput markedly higher for boys than for girls. A very high rate of repetition in the final two primary grades is indicated as well, especially in the case of boys, a reflection of student efforts to improve performance on the primary school leaving examination (PLE). This examination is of crucial importance to the availability of future academic opportunity. The PLE is uniform throughout the country, carefully controlled, and centrally graded. The fact that it has been administered each year, on schedule and without major problems, is an indication both of the administrative capabilities of the MOE and of the importance ascribed to the successful completion of primary education. 2.11 Secondary General Education. The total enrollment recorded in government-aided general secondary schools for 1980 was 73,092 (4.5 percent of the 13 through 18 year age group), of which 21,098 or 29 percent were girls (Table 1.04 of Annex I). Of this total enrollment, about 6,900 (21 percent being female) were in the final two years of the six year cycle, the pre-university "A-level" course which is available in only some of the secondary schools. Of 11,293 who enrolled in the first year of government aided secondary schools in 1975, 3,320 or 29.4 percent reached the final year in 1980, largely because of a rigorous selection process between the lower and upper secondary cycles. The flow through the first four years (to "O-level") appears to include virtually all of the students who enter the first grade of the secondary level. The enrollment figures cited here, furthermore, do not include those in private schools, which stood at 21,992 in 1979. Though enrollments in government-aided secondary schools increased by an average of 7.9 percent annually from 1969 to 1980, those in private schools have been dropping in recent years (a total of 15 percent since 1975), owing largely to the conversion of private schools to government-aided status. By 1982, this process had raised the number of government-aided secondary schools to 177, of which 103 had converted from private status during the previous five years. The total enrollment in secondary schools may by now in fact be as much as 100,000, according to the MOE. Such an expansion would also reflect the spontaneous creation of lower secondary schools by local groups, in response to grassroots pressures. These new schools tend to be small, poorly equipped and staffed, and comprise at most studies up to "O-level". Such rapid expansion under the present circumstances appears questionable,  - 7 - particularly because the MOE is obliged to supply teachers to the newly established schools. This is a matter which will require careful attention in future planning for development of the Ugandan education system at the secondary level, and should provide a focus for future sector work. 2.12 The quality of instruction provided in the secondary schools is quite variable. Extensive data on success of students in the "O-level" and "A-level" examinations are not available (para. 2.06), but it is clear that a very high pecentage of those who enter pursue their studies throughout the full course, an indication of the high level of motivation of those few students who have succeeded in proceeding that far through the education system. The physical conditions under which their studies take place are deficient. As in all other parts of the system, a systematic program to rehabilitate and upgrade the physical conditions of instruction is much needed. This is beyond the scope of the present project, but may prove suitable for future Bank Group lending. 2.13 University. Makerere University, the first university to be established in Eastern Africa, was for many years recognized throughout the world for the quality of its staff and teaching programs. Today, together with the other parts of the Ugandan education system, it is characterized by increased enrollments and deteriorated physical conditions. The expansion of enrollment, from 1,832 in 1969 to 4,045 in 1980 (Table 1.05 of Annex I), has been achieved mainly through overcrowding of the existing facilities. The physical condition of the University has suffered from neglect over the past dozen years. Library books and other valuable properties have suffered from water damage and pilferage. Student living quarters have fallen into decay. The instructional staff available for duty is well below the required level, because salary levels and other conditions are insufficient to attract the necessary number of qualified individuals. The university thus shares with other parts of the education system the need for urgent action to restore it to full and effective operational capability. Limited rehabilitation of halls of residence falls under the present project (para. 3.16), and other aspects of the University's needs may be appropriate for future Bank Group lending. 2.14 Teacher Training Colleges (TTCs). Teachers for the primary schools are trained at two levels: a four-year course following primary education (Grade II TTCs) and a two-year course following the four-year lower secondary course (Grade III TTCs). In 1980, there were 23 grade II TTCs and 4 grade III TTCs, as well as 4 TTCs for in-service training. Levels of enrollment at these institutions are summarized in Table 1.06 of Annex I. By 1982, a total of 33 TTCs were in service. 2.15 Graduates of TTCs are assured of a teaching post, and virtually all initially accept that employment, though an unknown number later leave to enter other jobs or to migrate. The employment security of the teaching profession causes many highly qualified graduates of primary school, especially in recent times, to proceed to a TTC rather than to a general secondary school.  - 8 - 2.16 Training for secondary school teachers is offered by the National Teachers College (NTC) in two and three year courses. A total of 373 students were enrolled in the 1979/80 academic year, 24 percent of whom were female. In addition, the University offers pedagogical training in conjunction with its undergraduate courses. Enrollment in such courses in the 1980/81 academic year was 621 (27 percent female). 2.17 Other Post-Secondary Education. In addition to post-secondary level courses at the University and the NTC, advanced level instruction is available at the Uganda Technical College (UTC) and the Uganda College of Commerce (UCC). The 1979/80 enrollment at the UTC was 578, with 6 percent females. There are courses in engineering, science, mathematics, industrial ceramics and technical teacher training (para. 2.21), 2.18 At the UCC, enrollments totaled 597 (53% female) in the fields of marketing, professional studies, secretarial studies and hotel and institutional catering. 2.19 Technical Education. Technical education at levels below post-secondary is provided at ten technical schools and four technical institutes under the MOE. Enrollments are summarized in Table 1.07 of Annex I. The technical schools (1980 enrollment of 2,294, with 11 percent female) offer three year courses at the post-primary level, in masonry, carpentry, electrical installation, plumbing, metal work and motor vehicle maintenance, pottery, tanning and shoemaking, and tropical agriculture. The effectiveness of the technical schools is reduced at present by a lack of supplies needed for practical studies. The utility of these courses as a practical educational alternative leading to the production of graduates with readily marketable skills has, in any event, not been well established. The proper role of secondary-level technical education within an education system oriented toward national development requires careful determination as part of comprehensive planning for that system. Within this exercise, the question of the degree to which public funds should be spent on technical skill training will need to be addressed (para. 3.24). 2.20 The technical institutes offer a two-year course at the upper secondary level, plus a third year advanced course for a small number of students. Enrollments in 1980 totalled 1,147, of which only 10 were females. 2.21 Training for teachers of vocational and technical subjects is provided through a two-year course at the NTC and by a one-year course at the UTC. Enrollments in these courses were 32 and 49 respectively in 1979/80. 2,22 Nonformal Education. Other opportunities for technical training, particularly on a nonformal basis, exist under the sponsorship of various organizations. The Ministry of Labor has three vocational training centers, and a fourth is to open soon. These provide apprenticeship and upgrading courses. The Ministry of Agriculture operates 18 district farm institutes and the Ministry of Community Development 15 rural training centers. Additional vocational courses are sponsored by the Ministry of  - 9 - Cooperatives and Marketing and the Ministry of Animal Industry and Fisheries. Outside of the Government, the YWCA also offers practical training courses. 2.23 Departmental Training. Pre- and in-service training is conducted by a number of Government ministries in fields such as agriculture, health, community development, cooperatives, commerce, industry, public services, labor and internal affairs. The main objective of such programs, at present being carried out in at least 23 institutions, is to satisfy the technical manpower requirements of the respective agencies served. Direct Inputs to Education 2.24 The existing conditions under which education takes place in Uganda have been described above in paragraphs 2.04 through 2.06. Virtually without exception, the availability and quality of educational facilities, equipment, books and materials are deficient. In the case of other direct inputs to the educational process, the situation is similar. Staffing constraints, in terms of numbers, qualifications and motivations, have also played a role in the decline of educational quality. One cause has been the departure of expatriates, which left critical gaps in secondary school teaching, especially of mathematics and science. In addition, prevailing conditions of political and economic uncertainty have had a negative impact on teacher morale and productivity. Though the number of teacher training candidates continued to rise in the 1970s, the proportion of untrained primary school teachers increased from 14 percent in 1971 to 35 percent in 1981. The critical constraint on primary education is now the shortage of places in teacher training institutions, which makes necessary the use of these unlicensed teachers. Statistics regarding the teaching force are shown in Table 1.08 of Annex I, and those of teacher training in Table 1.06. 2.25 Another important educational input is curriculum. The primary level syllabi established in 1974 are still officially in effect. At that time, most of the basic primary school materials were locally published. In the meantime, the local publishing capability has virtually ceased to exist. Revision of the primary syllabi will also be necessary in due course, though not deemed essential under the present emergency conditions. As a satisfactory interim solution internationally available texts and materials will be used, selected for their suitability to Africa and, if appropriate, adopted specifically for Uganda in the case of those to be supplied in large quantities, including the reprinting of some locally written texts. Problems of curriculum reform might be addressed in future Bank Group sector work and lending. 2.26 Under the present conditions of physical deterioration, maintenance of facilities and equipment has also suffered, principally because of shortages of spare parts and funds. (Primary school maintenance is very rudimentary and is generally carried out by teachers, students and parents.) It is necessary for the Government to begin to restore its  - 10 - maintenance capability. Also a better organized capability to supply instructional materials for use in the schools will be needed, to replace the ad hoc and haphazard procedures which have characterized the recent era of scarcity. Managerial Inputs 2.27 The administration and management of the education system is the responsibility of the MOE, whose organization is shown in Chart 2 of Annex I. These functions, while further removed from the immediate educational process than are its direct inputs, also have an important impact on its effective functioning. For example, the Ministry of Local Government is responsible for the administration and physical provision of primary education, while the MOE provides teachers and specifies the curricula to be followed. School inspectors and regional education officers, therefore, though employees of the MOE, are seconded to the local authorities and thus serve two authorities. The effects of this division of administrative control should be a matter for review, whenever the conditions of the education system as a whole are studied. 2.28 Education Planning. Planning the activities of the education system, at all instructional levels, lies with the MOE's Office of Planning and Statistics. This Office is concerned with statistical data collection and analysis. It also carries out special studies related to education planning, and makes estimates of the future requirements for system development, such as projections of the need for teacher training. Functions like the identification, implementation and evaluation of education projects are also contemplated to be assigned in the future to this Office, as is procurement for the education sector. In addition, a commission to review education policy is expected soon to be appointed by the Minister of Education. The Planning Office would act as technical secretariat for such a commission. 2.29 The technical capacity of the MOE for planning education in Uganda is limited, however, by, among other things, a shortage of qualified staff. Plans exist for strengthening the Planning Office, and for assigning statistical and other planning staff into the six zonal offices of the MOE. The success of such changes will require the recruitment of suitable personnel and provision for their training. On the whole, the education planning function in Uganda will require external assistance if it is effectively to fulfill its role. The existing infrastructure for administration of the education system on a day-to-day basis is, on the other hand, quite well established. Within the six zones, mentioned above, there are a total of 33 District Offices, out of which operate some 135 school inspectors. This administrative system appears to be adequately organized and staffed, its problems arising largely from practical deficiencies such as the lack of office equipment and vital transportation facilities needed for visits to schools. 2.30 Financing of Education. The education sector is one of Uganda's largest industries and the largest public sector employer. In 1981/82, 5 percent of the Government's development budget and 18 percent of the recurrent budget were allocated to the MOE (Table 1.09 of Annex I), principally for staff salaries -- all salaries in the Government-aided  - 11 - schools being paid by the MOE. In addition, substantial sums are provided to education from private sources, especially through the school fees paid by parents, both within and outside formal MOE channels. In 1981, the Government collected U.Sh. 66 million in primary and U.Sh. 28 million in secondary school fees (Table 1.10 of Annex I). Primary schools, in their own, collect perhaps four times as much in fees, plus significant amounts in labor and materials. These parental contributions to education provide support to the individual schools in addition to the grants provided by the Government. It is impossible to estimate the magnitude of the informal parental contributions, which at present make up the principal non-salary support to primary education, and which are outside the control and scrutiny of Government authorities. One essential step toward putting primary education again on a firm financial footing will be to rationalize and update the official fee system in a fair and effective way (para.2.33), maintaining local parental control as appropriate, and seeking also to maintain as much as possible the tradition of additional parental contributions of labor, materials and cash. 2.31 Fiscal management of secondary education continues to work reasonably well. School fees are collected and managed directly by the headmaster, supervised through periodic audits by the Government. The headmaster can use the fees, together with grants-in-aid from the Government, to purchase the supply requirements of the school from the most appropriate sources. A shortage of funds and of needed supplies is, nonetheless, endemic. 2.32 No formal fees are required in the teacher training institutions, as an inducement to enrollment, but under the present poor economic conditions, students are expected to bring contributions in kind, e.g., food, bedding. 2.33 Given the enormous task ahead of rehabilitation in the education sector, and the limited public revenues available for that purpose, it is important that all resources allotted to education be used effectively and that new sources of financing be tapped wherever possible. At the moment, the demand for education at all levels remains high, and the general population is willing to pay a substantial portion of the cost. Yet fees in the primary and secondary schools have not been changed for more than a decade, being now reduced by inflation to a fraction of their original value. Furthermore, no fees are charged after "O-level", providing a subsidy to higher education which is increasingly difficult to justify, and which the Government can ill afford. This applies equally to university preparation, the University itself, and other post-secondary courses. In all these areas, there is heavy competition for enrollment. These costs are especially burdensome in the University, where travel expenses and book and other allowances are provided to the students, in addition to room and board. Therefore, as a step toward helping pay for the educational opportunity provided, a full review of means for cost recovery at all levels of the education system is needed (para. 3.25).  - 12 - Bank Group Involvement in Education and Training 2.34 General. Bank Group education operations in Uganda began in 1967, but stalled after 1971, because of the Government's lack of an appropriate development program and a sound economic policy. The two IDA education Credits (paras. 2.35 and 2.36), the first provided in 1967 and the second in 1971, totalling US$17.3 million equivalent, were designed to help the country meet well defined manpower needs in line with the Bank's criteria for assistance to education development in the late 1960s and early 1970s. They emphasized general secondary education, technical education and specialized training, including agriculture, at the secondary and post-secondary levels. After the end of the 1978-1979 war, the Bank Group reinitiated its involvement in education through the First Reconstruction Program (Credit No. 983-UG; signed April 2, 1980) by providing US$2.5 million equivalent of the Credit amount to the replacement of looted and destroyed educational materials and equipment. Also, funds provided under the Technical Assistance Credit (1077-UG; signed January 21, 1981) have been used for preparatory work for this proposed project. 2.35 The First Education Project (Credit No. 101-UG, approved in April 1967) provided US$10 million equivalent, to assist in the expansion of general secondary education. The project provided for physical facilities, including student hostels, staff housing, furniture and equipment to accommodate 11,800 secondary school students. The project was completed in June 1973, some 18 months after the original closing date. A project completion report was issued in October 1975 and a Project Performance Audit Report (No. 1456) in February 1977. These reports concluded that suitable physical facilities were fully and economically provided under the project. However, the project schools suffered early underutilization, owing mainly to the shortage of teachers of practical subjects. This shortage was due to Government's failure to train the required number of teachers, and also to the unforeseen departure of expatriate teachers. The shortcoming of concentrating projects on physical infrastructure and not incorporating educational inputs as an integral part of the project, an element common to many projects in the early years of Bank Group lending to education, was evident in this project. The issue was addressed in the Second Education Project. 2.36 The Second Education Project (Credit No. 258-UG, approved in June 1971) which provided US$7.3 million equivalent, was designed to assist in meeting manpower needs in the technical, agricultural and medical fields, and most importantly in providing urgently needed teachers. The project as appraised included extensions, furniture and equipment for two teacher training institutions (and equipment for a third institution), four upper secondary schools, five technical secondary schools and two agricultural colleges. It also included three new district farm institutes, a vocational training center, a medical tutor training college and a nurses' and midwives' school. Because of the experience acquired through the First Project, 80 man-years of specialist services and 18 man-years of fellowships in fields related to the project institutions were also included,  - 13 - 2.37 The implementation of the Second Education Project encountered serious difficulties, many of them originating from the general socio-economic conditions prevailing in the country at that time. Two postponements of the closing date were approved and the project was finally closed in December 1981. During implementation, the extension of the five technical schools was held in abeyance by the Bank Group, because of the Government's decision to change the programs and objectives of the schools. Ultimately, they were altogether deleted from the project. Shortly before the final closing date, at the request of the Government, one of the farm district institutes was also deleted. The Government at the same time committed itself to complete on its own account the construction of six project institutions which were at various stages of implementation. The other seven project institutions had already been completed. The implementation of the technical assistance components for teacher training and educational planning worked reasonably well, while those for vocational training and health education were not implemented, either because of delays or as a result of deletion of the related physical facilities. The fellowship component was satisfactorily implemented and most of the students who benefited from this program are occupying the positions for which they were trained. In general, those short-term educational objectives related to teacher training and staff development have been substantially achieved, while others were not met because of delays in implementation. A project completion report, which is under preparation, is expected to provide a more precise assessment of the effects of this project. Finally, the allocation to education under the First Reconstruction Credit has been used to complement this Second Project (para. 2.34). 2.38 Lessons learned from the above projects include: (a) the training of teaching staff for project institutions should form an integral part of the project; (b) a firm and binding commitment should be obtained from the borrower that programs and objectives of project institutions will not be changed without Bank Group consultation; and (c) likely levels of security and political stability in the country should be taken into accounts in any new project. The Second Education Project successfully addressed the need to secure teaching staff for project institutions, and the proposed project has been specifically designed to reduce distribution risks to acceptable limits (para. 3.19-3.22). 2.39 Lending Strategy. The lending strategy in the education sector is to assist the Government in initiating the rapid rehabilitation of educational services throughout the formal system, including the University. The stress is not on new capacity but on rehabilitation, maintenance and re-stocking aimed at helping existing institutions to regain their instructional capability. The immediate goal for lending to Uganda's education sector is thus aimed at reviving its effectiveness and minimal standards of quality, rather than at expansion or innovation. The proposed project fits within this strategy. It would also include studies  - 14 - relating to teacher supply, technical education and education finance (paras. 3.24, 3.25 and 3.26) which, combined with a proposed education sector memorandum, would set the ground for future Bank Group assistance and policy dialogue in the sector. With regard to technical education and training, prior to any future commitment to assistance, it will be necessary to assess the extent to which the existing institutions are of the type and quality, and produce the number of graduates required, to cover the prevailing serious shortages of skilled manpower (para. 2.19). Concerning financing of education, the very stringent financial conditions under which the Government is operating and which are not likely to ease in the very near term, require an in-depth review of the sources and uses of resources in the sector. Finally, the proposed project would contribute to institution building in the sector through the training of MOE staff in supply and delivery management and through the establishment of a computerized system of information. This would initially serve as a basis for operating a school facilities maintenance program. It subsequently would expand to form an integral part of the overall planning and management of the education system. 2.40 Future Bank Group assistance in the sector should be addressed to further quality improvements of the education and training system rather than to its expansion. This could include support for curriculum development, teacher training, education planning, and strengthening the administrative and financial management capacity of the system at all levels. Further, if indicated by the study on technical education and training, support would be appropriate for the reorientation of the subsector to make it more consistent with properly identified manpower requirements. Finally, the determination of those requirements, while strictly outside the purview of the education sector, will ultimately be needed if the sector is to meet its employment oriented goals. III. THE PROJECT OBJECTIVES 3,01 The proposed project would assist the Government in its urgent task of rehabilitating the education system in a manner consistent with the recovery program (para. 1.06) submitted by the Government to the Consultative Group in Paris in May 1982, and with the system's assessed implementation capabilities (para. 2.01). The project would also take into account constraints on the Government's budget by limiting to a minimum the associated recurrent expenditures. With the help of the proposed project, instructional conditions would be restored to as adequate a level as possible, measured equitably across all schools, within the financial limitations of the project. To secure the equitable and prompt  - 15 - distribution of goods to be provided countrywide to their final users, as well as to provide training for local counterparts, a team of specialists would be entrusted with the technical responsibility for implementation of the proposed project. In addition, to inhibit further deterioration of educational facilities, provisions for basic repairs of the halls of residence of Makerere University and some roofing material for the most delapidated primary schools are also included. Finally, limited office equipment and specific studies are included in the proposed project with a view to assist the Government in improving the management, control and planning of operations in the education sector. PROJECT PREPARATION 3.02 Items indispensable for rapid and equitable improvement of the much deteriorated quality of education were broadly identified during the project preparation carried out by the Government with Unesco assistance. Through subsequent surveys financed under the Technical Assistance Credit (para. 2.34) they were more precisely defined, and those of highest priority are included in the proposed project. PROJECT COMPONENTS Primary Education 3.03 This component includes text and library books, limited roofing material and instructional supplies needed for the rehabilitation of educational effectiveness throughout some 5,000 primary schools. A sample survey has shown the need to be widespread throughout the country, though conditions vary in severity from school to school. An extension of this survey to establish requirements for physical rehabilitation at each school is being prepared by the MOE. Allocation of materials to be supplied under the project would be based on the findings, according to severity of need and availability of funds, by the Project Implementation Unit (PIU) (paras. 3.19 and 5.02). The aim would be to meet the most basic needs for instructional effectiveness. These have been identified as shelter from rain, chalkboards and chalk, teachers' books and supplies, a minimal supply of textbooks for students, exercise books, writing implements and a secure storage cabinet in which to guard materials when not in use. In general, instructional materials would be supplied in proportion to enrollment in the individual schools, and roofing materials according to physical condition of buildings as revealed by the survey. The distribution of project-supplied materials, equipment and supplies to the schools would be in accordance with criteria agreed with the Government during negotiations (para. 7.01 (a)). 3.04 Textbooks, teachers' guides, auxiliary source books and library books would be supplied, based on selections and lists prepared by MOE staff according to established curricula and instructional needs. An  - 16 - initial selection of books was made by means of a survey of published materials carried out by a team of Ugandan educators. The offerings of more than 100 international publishers were examined. The resulting lists are being reviewed, refined and quantified. Teaching guides would be given priority. The extent to which students must share books would be determined by the quantities of student books which prove to be obtainable within the project budget, as allocated to the schools by the PIU according to pre-set criteria (para. 3.03). Quantities to be purchased for student use would be established to provide a reasonable balance among subject matters and among text, auxiliary and library books. To identify ownership, the books to be provided under the project would receive suitable markings and would remain the property of the educational institutions concerned, 3.05 Emergency rehabilitation of deteriorated conditions would be addressed through the provision of roofing and instructional materials. In the former category, roofing sheets would be supplied to those schools which the survey (parae. 3.03) proves to be most in need of repair. Installation of the roofing, at no cost to the project, would be the responsibility of school authorities, with the help of local volunteer labor, This is consistent with customary practice in Uganda. The school masters concerned will be responsible to obtain and organize the workers, whose number and type will depend on the specific needs of the individual schools, The District Education Offices (para. 3.18) will oversee these operations in their individual districts, will confirm that the work has been satisfactorily concluded and will report on that matter to the PIU. Chalkboards would be repaired or replaced under this subcomponent as well. Supervision of the delivery and appropriate use of these materials would be done by the PIU. 3.06 Minimally adequate materials to support instructional activities over the next three years would be provided in the form of chalk, exercise books, and student writing implements. Books for students and teachers would also be provided, as described in paragraph 3.04. The project would not be able to provide a fully adequate supply of such materials, but only a basis upon which the MOE can build from its own resources and from other donors, Storage cabinets would also be supplied, to protect the materials which have thus been provided. Additional teaching equipment and materials would also be made available, again on as broad and equitable a base as possible (para. 3.03) to primary schools throughout the country, to support instruction in science and mathematics at the primary level. General Secondary Education 3.07 Provided under this component would be: text and library books, equipment for science laboratories and home economics classes, other instructional equipment and supplies, and equipment and supplies to support school administrative offices in the government-aided secondary schools. Because of the nature of the items to be supplied, the level of need at the secondary level is somewhat more uniform than is the case with primary schools, Allocations to individual schools would be based on a survey similar to that to be undertaken for the primary schools (para. 3.03).  - 17 - 3.08 Textbooks, teachers guides, auxiliary source books and library books would be supplied, based on the same selection procedures described in paragraph 3.04 for primary school books. 3.09 Equipment and supplies needed for practical work in science and home economics courses would be provided by the project. In the case of the 103 secondary schools which have been converted from private status during the past five years, self-contained mobile laboratories for basic science would be supplied, two per school. In the 74 older secondary schools, which are generally the ones where higher secondary-level courses are taught, equipment and supplies would be provided to make the existing laboratories fully operational. Because of variable conditions of need, biology has been given preference, followed by chemistry and then physics. Lists of teaching equipment and supplies under this component (including also lists for home economics and other subjects mentioned below) have been already prepared. Home economics studies in 50 general secondary schools and in 33 primary teacher colleges would be supported by means of equipment and supplies selected through the same procedures as those used for the science items. Equipment for acquiring practical experience in cooking, sewing and other domestic arts would be provided under this sub-component. Teaching aids would also be furnished, in limited quantities, in support of arts, crafts and music studies. 3.10 Equipment would be provided to support the effectiveness of the administrative offices of those secondary schools newly converted to Government-aided status (paras. 2.11, 3.09). This would include items such as typewriters, duplicators, locked cupboards and filing cabinets, and other non-consumable items basic to effective functioning of those offices. Primary Teacher Training Colleges 3.11 Provision of books, equipment and supplies similar to those specified above for general secondary schools would also be made to the 33 primary teacher training colleges TTCs which now operate in Uganda. Text, library and other books would be supplied on the same basis as for primary schools (para. 3.04). 3.12 In support of science instruction in the TTCs, two mobile laboratories would be provided to each school, one for basic science and the other for biological/agricultural science as indicated above (para. 3.09). Home economics equipment would also be made available to these schools (para 3.09). Finally, additional teaching aids would be supplied in the form of materials and equipment to assist in training teachers for art, geography, mathematics and physical education, in addition to a slide projector and two cassette recorders for each TTC. Specialized Institutions 3.13 Under this category five educational institutions providing specialized education at the upper secondary and post secondary level would be assisted by the project. These institutions include the National  - 18 - Teachers College for the training of secondary school teachers (para. 2.16) and the four technical and vocational institutions identified below. All five are in dire need of replenishment of text and library books. The project would provide for their most urgent book needs. Delegates of these institutions participated in the survey (para. 3.04) and prepared lists of books to be financed under the project. These lists are being now reviewed to conform with budgetary limitations. 3.14 For the four technical institutions the proposed project would provide, in addition to books, the most basic workshop equipment, spare parts and tools to allow a resumption of practical training. This would help the institutions to meet their ultimate objective of training students to be fully qualified for skilled jobs upon graduation. The lists of workshop requirements have been prepared (para. 2.34 and 3=02) taking into account the physical and instructional conditions at the institutions, as well as budget limitations. 3.15 The Elgon Technical Institute with an enrollment of 329 in 1980, would be provided with equipment, spares and tools for the motor vehicle, electrical installation and machine shop sections. The Lira Technical Institute which had an enrollment of 235 in 1980, would receive supplies to support practical studies in its motor vehicle, electrical installation, painting and decorating, brick/blocklaying and carpentry/joinery sections. Because the Uganda Technical College is responsible for the training of technical teachers (para. 2.21), it would also be provided with tools and equipment which are presently missing from workshops related to that training. The remaining two technical institutes which are in operation (Kisubi and Kichwamba) are programmed to be assisted by other donors and are consequently not included in this project. Finally, the Uganda College of Commerce would be provided under the project with a limited number of typewriters, the present shortage of which is seriously hampering the training of students in the Department of Secretarial Studies (185 students enrolled in 1979/80). Makerere University. 3.16 For the University, which has an enrollment of over 4,000 full-time students (all of them in residence), the project would provide library books identified by a staff librarian who participated in the survey (para. 3.04). In addition, it would include limited rehabilitation of the halls of residence, which are in a critical state of disrepair. A survey has identified the most urgent work needed to prevent further deterioration of the buildings. To varying degrees, all fourteen student residential structures (including eight main dormitories, extensions and annexes) require rehabilitation in one or more respects. In terms of level of investment, the most important rehabilitation needs are found in the ablutions areas and in the roofing, where the replacement of flat roofs and the repair of other types are required. Urgently needed work will also be performed on kitchens (structure and basic equipment) and drains.  - 19 - 3.17 The University has a well organized system of maintenance. However, the prolonged unavailability within the country of construction materials and spare parts, as well as the lack of foreign exchange for their importation, has limited the amount of maintenance work which could be performed during the last decade. The Government has confirmed its intent to make available to the University the necessary inputs for proper maintenance of existing structures (para. 7.01(b)). (Building maintenance activities at other levels of education are dealt with in paragraph 3.21.) District Education Offices (DEO) 3.18 The 33 DEOs can hardly operate because of lack of the most essential equipment: typewriters, copying machines, etc. Also, the school inspectors (about 135) operating from such offices are unable to visit all schools, for lack of vital transportation. Thus, in order to assist the MOE in improving education administration and control, the proposed project would provide the DEOs with limited office equipment and motor bicycles for the use of inspectors. Supply and Delivery 3.19 The timely supply and safe delivery of all the items described above is clearly a major requirement of the project. The combined problems of distribution and the conditions of insecurity prevailing within the country were identified during the preparation stage of the project. Furthermore, in May 1982, a field survey was carried out by a team of consultants, for the purpose of gathering more precise information and formulating a strategy that would minimize the risks involved in the physical delivery of the goods to be provided under the proposed project. The supply and delivery system, (para. 5.11) reflects the recommendations of the May 1982 field survey team. The administration of the system would be entrusted to the PIU described in Section V of this report. 3.20 The most important part of this component would be the technical assistance which would include about nine man-years of specialist services to work within the PIU (para. 5.02). Activity Length of Service (man-years) Deputy Director 2.3 Procurement Manager 2.0 Distribution Manager 2.0 Accountant 2.0 Training Specialist 0.5 Short-Term Consultants 0.3 TOTAL 9.1  - 20 - 3e21 The component would also include office furniture and equipment, including a small computer and vehicles necessary for the operation of the FIU. The specialists listed above would be responsible, inter alia, for training their counterparts in the use of the computer to establish a system of information for carrying out supply and delivery operations during project implementation. These operations are expected to continue under the established system after the project is completed. The training provided by the specialists would also include application of the information system to future maintenance programs (paras. 2.26 and 5.03). In this respect the specialists would train MOE staff in appropriate maintenance procedures as well as in preparing manuals on the subject. Although the establishment of a comprehensive maintenance program would be clearly outside the financial possibilities of the present project, the setting up of a centralized information center on maintenance and supplies is expected to be particularly beneficial in helping to identify priorities for future assistance in the sector. 3.22 It is expected that gradually the computer-based information system would expand and become the first step in the establishment of an overall record keeping system relating to the needs of each school. Beyond project-related information, it could record matters such as school fees and contributions, visits by inspectors and students' examination performance. This information would be extremely useful for improving the planning and management of the education system. Special Studies 3.23 There are a number of areas within the education and training system where a revision of present policies is urgently required, and where future Bank Group assistance would strongly depend on Government actions to address these matters. Specific studies on some of these areas would be included in the proposed project. These studies would be geared to provide an in-depth analysis of the problems and to make specific recommendations for resolving them. The content of the three studies proposed is summarized in the following paragraphs. 3.24 Technical Education. In this study major emphasis would be placed on post-primary technical education (para. 2.19). There are indications that graduates from the technical schools are ill prepared for the job market and are encountering problems in securing employment. The study would cover both quantitative and qualitative aspects. It would assess curricula, teachers' and trainers' qualifications and performance, availability of jobs and skills required, and cost recovery issues. It would make concrete proposals for adjusting technical and vocational education to make it consistent with labor demand. 3.25 Education Financing, The problems related to the financing of education have been escalating in the past decade. These are not limited only to the shortage of resources available but also relate to the distribution and management of such resources. Equity issues are also at  - 21 - the heart of these problems (paras. 2.30 through 2.33). The study to be included under the project would review in detail sources and uses of financial resources (including private contributions) and propose a comprehensive system of education financing which would correct the anomalies of the present one. This study would include, inter alia, analysis and recommendations regarding school maintenance needs. 3.26 Teacher Supply and Demand. With rapidly increasing student enrollments, the gap between the demand for teachers and the rate of production of graduates by teacher training institutions is widening (para. 2.24). A study under the project would include an inventory of the existing situation at all levels, medium term demand projections and a proposal for a fully costed program to reduce gradually the present gap, while also coping with future expansion. The proposed program may contain accelerated in-service training programs, expansion of existing facilities and particularly in the case of the University, training abroad and external recruitment. 3.27 To carry out the above studies, for which the MOE would have a leading role, one or more advisory committees would be established including, as appropriate, representatives of the Ministries of Education, Finance, Planning and Economic Development, Labor and Industry, representatives of relevant institution and individuals with specialized knowledge of, and experience in the subject matter of the studies. These committees would prepare terms of reference and timetables for carrying out the studies. The Government has agreed to establish the committees by not later than three months after the date of Credit effectiveness (para. 7.01(c)). It is expected that the committees will provide satisfactory terms of reference and timetables to carry out the studies by not later than three months thereafter. The proposed project would finance the services of consultants, transport and travel, and other costs related to the studies. The Bank Group would be consulted on the structure of the committees, approve the terms of reference for the studies and the appointment of project-funded staff, and, periodically, review the progress and findings of the studies. Also, by an appropriate date to be determined in the terms of reference, it would be furnished with the conclusions and recommendations of the studies. The Bank Group would review and comment upon these results, and the Government would thereafter present their plans to implement their recommendations. The Government at no cost to the project would provide the necessary local physical facilities and staff support for carrying out these studies. 3.28 In addition to the above studies, the Government has provided assurances that, not later than June 30, 1985, it would submit to the Bank Group a comprehensive plan for the procurement and distribution of educational material which would satisfy current and projected demand in the country after project completion, including the sources for its financing (para.7.01(d)).  - 22 - IV. PROJECT COST AND FINANCIAL PLAN Project Cost 4.01 The total cost of the project is estimated at US$34.0 million equivalent. Taxes are negligible since all items imported specifically for the project would be exempt from custom duties and taxes. The estimated cost by project item and level of education is presented in Table 2.01 of Annex II. Table 2.02 of Annex II provides estimated project cost by category of expenditure. The table below summarizes estimated cost by project item and foreign exchange component. Uganda Shillings US Dollars (Million) (Million) % of Local Foreign Total Local Foreign Total Base Cost 1. Civil Works, Furniture, Books, Eauioment and Vehicles a. Primary Education 38 1,182 1,220 0.38 11.82 12.20 42 b. Secondary General - 617 617 - 6.17 6.17 21 c. Primary Teacher Training Colleges 83 83 - 0.83 0.83 3 d. Specialized Institutions - 95 95 - 0.95 0.95 3 e. Makerere University 44 211 255 0.44 2.11 2.55 9 f. Education District Office - 30 30 - 0.30 0.30 1 Sub-Total (1) 82 2,218 2,300 0.82 22.18 23.00 79 2. Technical Assistance 11 99 110 0.11 0.99 1.10 4 3. Professional Services 4 16 20 0.04 0.16 0.20 1 4. Transport of Goods 62 354 416 0.62 3.54 4.16 14 5. Project Administration 2 19 21 0.02 0.19 0.21 1 6. Studies - 30 30 - 0.30 0.30 1 Total Base Cost, January 1983 (1-6) 161 2,736 2,897 1.61 27.36 28.97 100 7. Contingencies (a) Physical (37.) 14 71 85 0.14 0.71 0.85 (b) Price Increase (14%) 31 387 418 0.31 3.87 4.18 Sub-Total (7) 45 458 503 0.45 4.58 5.03 Total Project Cost (1-7) 206 3,194 3,400 2.06 31.94 34.00  - 23 - 4.02 Cost estimates for rehabilitation work at Makerere University are based on similar works being carried out at Naguru Police College and Kibuli Training Center, both within Kampala and financed by the British Overseas Development Administration. Since construction activity is virtually at a standstill in Uganda due to the lack of foreign exchange, comparisons are very limited. Estimates are based on costs prepared by quantity surveyors of a locally established firm. Equipment, didactic materials and vehicle costs are based on prevailing international prices, while costs of text and library books are based on preliminary lists prepared by MOE with the assistance of consultants and on detailed price quotations from numerous international publishers. 4.03 The technical assistance component in support of project implementation (para. 5.02), consisting of about 110 man-months of expatriate specialist services, is estimated at an average cost of US$10,000 per month, which includes salaries, housing, travel and allowances. Professional services (para. 5.06) equivalent to about 60 man-months of architectural, engineering and quantity surveying services are estimated at an average rate of US$5,500 per man-month based on 15% of construction costs (10% architects' fees, 5% quantity surveyors' fees), which include salaries, fees and overhead. Since the cost of surveys and preparation of tender documents for Makerere University have been included under the Technical Assistance Credit, a balance of US$200,000 to cover the full complement of professional services throughout the construction period has been included in the proposed project. 4.04 Contingency Allowances. For physical contingencies, 10% has been added to the base cost of civil works, professional services, transport and project administration; and 5% to the base cost of vehicles, technical assistance and studies. No physical contingency allowances have been included for furniture, books, equipment and supplies because quantities are expected to be adjusted to remain within the global budgetary allocation. Estimated price increases from the base cost date (January, 1983) have been applied in accordance with the implementation schedule (Annex II, Table 2.03) at the following annual rates: 1983 1984 1985 Foreign 8.0% 7.5% 7.0% Local 15.0% 9.0% 8.0% The local price increases are based on recent trends and forecasts from Government agencies, as well as the private sector for civil works, furniture, fuel, etc. These rates have been reviewed by Bank Group staff and have been found appropriate. Price escalation for foreign goods and services represent the most recent projections of world price increases. 4.05 Foreign Exchange Component. The foreign exchange component has been calculated as follows: (a) 80% for civil works, furniture, administration and professional services; (b) 85% for transport; (c) 90%  - 24 - for technical assistance; and (d) 100% for books, equipment and supplies, vehicles and studies. Including contingencies, the foreign exchange component is estimated at US$32.0 million equivalent or 94% of the total project cost. 4.06 The foreign exchange component of construction work is high due tothe shortage of building materials in the country -- materials will have to be imported -- and due to the fact that the activities involved do not include labor intensive site works. The foreign exchange component of furniture is also high since most of the furniture will have to be imported. Due to critical shortage of drying kilns most of the wood produced in the country is unsuitable for furniture production. Furthermore, a survey of the furniture industry concluded that the capacity of the industry is extremely limited either for lack of equipment lost during the looting or because the existing equipment is not operational due to lack of spare parts and maintenance. Financial Plan 4.07 An IDA Credit of SDR 29.1 million (US$32.0 million equivalent) would represent 94% of the total cost of the project (taxes are negligible) and would finance 100% of the foreign exchange. US$ Million Equivalent Govt. Bank Group Total 1. Civil Works 0.65 0.30 0.95 2. Construction Materials - 2.35 2.35 3. Furniture 0.16 0.65 0.81 4. Text and Library Books - 9.10 9.10 5. Equipment and Supplies - 9.70 9.70 6. Vehicles - 0,22 0.22 7. Professional Services 0.03 0.17 0.20 8. Technical Assistance and Studies 0.10 1.30 1.40 9. Transport of Goods 0.61 3.55 4.16 10. Project Administration - 0.08 0.08 11. Unallocated 0.45 4.58 5.03 TOTAL 2.00 32.00 34.00 4.08 The Government's counterpart funds of US$2.0 million equivalent would be phased over the three-year implementation period with an estimated maximum contribution of US$0.8 million equivalent required in any single Government fiscal year. This amount is consistent with the Government's investment plan (para. 1.06). Government recurrent expenditures generated  - 25 - by the project after completion would be minimal and mainly for the maintenance of furniture and equipment. V. PROJECT IMPLEMENTATION, PROCUREMENT, DISBURSEMENT AND AUDITING Implementation 5.01 The project would be implemented over a period of three years and is expected to be completed by June 30, 1986 with a closing date of December 31, 1986, which includes six months for the completion of payments and withdrawals (Annex II, Table 2.03). 5.02 Administration. The proposed project would be administered by a Project Implementation Unit (PIU), to be established within the MOE (para. 7.01(e)). This PIU would consist of a Project Director, a qualified team of specialists (para 3.20) to be engaged under a single contract, and appropriate local counterparts for the team. Because of the need for appropriate and timely procurement of goods and services, the difficulties of transport and delivery (para. 3.19), and the complicated accountancy requirements, this specialist team would have primary technical responsibility for implementation of the project. The MOE would assign qualified and experienced officers from within its ranks as counterparts to the members of the consultant team, and thus provide continuity for possible future work of the PIU. The PIU would therefore consist of personnel as listed below. The members of the specialist team being those described in items (b) through (f): (a) A senior officer of the MOE on secondment would be appointed Project Director to ensure coordination with the Government and with all levels of the education system, in Kampala as well as in the districts. His appointment would extend over the expected project implementation period; (b) the leader of the specialist team would act as deputy project director and assist the Project Director in the execution of the Project and will collaborate closely with him to achieve the efficient management of all aspects of implementation, including procurement, distribution, storage, inventory management, accounting and training of counterparts. His appointment is expected to last about 28 months; (c) a procurement manager (two counterparts anticipated) would be responsible for purchasing and supply and would ensure that staff employed in these activities are trained to a high level of competence (24 months);  - 26 - (d) A distribution manager (two counterparts anticipated) would responsible for the creation and implementation of an efficient system of distribution of all materials and equipment to be procured and for issuing the prompt flow of documents covering the accounting aspects of the project. He would also be responsible for containers, cases and other packing materials acquired during project activity, their recording, and in liaison with management officials, their eventual disposal, to be credited to project accounts (24 months); (e) an accountant (two to three counterparts anticipated) highly qualified in operations similar to the one in the project, who in addition to normal accounting duties would ensure that correct and efficient documentation, systems and procedures are created, implemented and maintained to provide the control and information levels required (24 months); and (f) a training officer appointed for a period of about 6 months, who would ensure that efficient and adequate training programs are instituted and maintained and that counterparts and support staff are trained to a level of competence consistent with the duties allocated to them. A Project Director with appropriate experience and qualification, should be appointed in consultation with the Bank Group. His appointment and taking up of post would be a condition for credit effectiveness (para. 7.02). The team of technical assistance specialists would be selected in accordance with Bank Group guidelines. Terms of reference for these specialists including the identification of their responsibilities for training local counterparts, have been agreed upon (para. 7.01(f)). In addition, if and when needed, other consultants may be recruited for the PIU. 5.03 Of vital importance to the successful implementation of the project would be the appointment of counterparts prior to the arrival in Uganda of the specialists, since the project time frame as well as the intervention of the specialists is of limited duration. The Government is committed to their appointment (para. 7.01(g)). It should be stressed that during this time, local officers should be provided with the necessary training, guidance and experience to enable them to continue the work of the supply activity on completion of the project. In view of the continuing nature of the maintenance function (para. 3.21), prior to the departure of the specialist team, a plan would be developed to establish a system for the physical maintenance of the educational institutions under the MOE (para. 7.01(h)). 5.04 The proposed project also includes under administration, provision for (a) office furniture; (b) equipment and supplies, including  - 27 - a computer (para 3.21); (c) travel including allowances; and (d) other incremental operating expenditures. The MIOE would provide satisfactory office facilities to house the PIU. 5.05 Reporting and Evaluation. Progress reports on implementation would be submitted to the Bank Group by the PIU on a quarterly basis following mutually agreed reporting dates and format. Not later than three months after the Credit Closing Date, the MOE would provide the Bank Group with a report evaluating initial operations, the execution, costs and benefits of the proposed project, and the performance of the Government and the Association including lessons learned during implementation. This report should be prepared in parallel with the execution of the project so that the specialist team might contribute their inputs prior to their departure from Uganda upon completion of their assignment. 5.06 Professional Services (Architectural/Engineering). Local firms of architect/engineers and quantity surveyors have been appointed by Miakerere University for the rehabilitation of the halls of residence on terms and conditions mutually acceptable to the Borrower and the Bank Group. Their services have been divided into two distinct contracts namely: (a) for the preparation of surveys of existing conditions, drawings and tender documents, which will be carried out prior to funds being made available under the proposed project, and financed under the on-going Technical Assistance Credit; and (b) for work up to tendering stage, analysis of bids and supervision during the actual rehabilitation stage. Fees for the contract under (b) would be included in the project and would be subject to further review by the Bank Group prior to final commitment by the Government. Procurement 5.07 Contracts for civil works, furniture, books, equipment, vehicles and consolidation and shipment of books and other school material to Uganda would be awarded on the basis of international competitive bidding (ICB) in accordance with the Bank Group's guidelines for procurement, except as follows: (a) Civil works contracts costing less than US$100,000 equivalent each (estimated to total about US$0.2 million); (b) furniture, equipment and vehicles contracts costing less than US$50,000 equivalent each (estimated to total about US$0.7 million); (c) locally procured transportation services within Uganda for furniture, books, equipment and supplies (total estimated at about US$0.8 million); and (d) books for primary, secondary and primary teacher training education. Contracts for items (a), (b) and (c) would be awarded on the basis of competitive bidding, advertised locally and in accordance with local procedures satisfactory to the Bank Group. Contracts for item (d) would be procured by negotiations with publishing houses holding copyrights on such books; provided, however, that contracts for printing of books not in stock be awarded, except as noted below, through limited international tendering among an agreed preselected list of potential printers. The evaluation and comparison of their bids would be on the basis of procedures consistent with the Bank Group's guidelines for procurement. These printing contracts would be packaged to the maximum extent practicable for bid invitation and would be subject to the approval of the Association. Books which have to  - 28 - be printed and cannot be grouped in packages estimated to cost US$75,000 or more may be procured on a negotiated basis in consultation with the Bank Group. The aggregate value of contracts to be awarded by ICB and limited ICB is estimated at about US$25 million equivalent including contingencies. Consultants would be selected in accordance with Bank Group guidelines. It is expected that the Government would approach firms who have undertaken similar assignments for, and have a good working relationship with the Government. 5.08 Rehabilitation designs, draft tender documents and master lists of construction materials, furniture, books, equipment, supplies and vehicles (including proposed groupings) would be reviewed by the Bank Group. Items would be grouped to the extent practicable to permit bulk procurement. All bidding packages for civil works estimated to cost over US$100,000 equivalent and for furniture, equipment and vehicles estimated to cost over US$50,000 equivalent would be subject to the Bank Group prior review of procurement documentation resulting in a coverage of about 90% of the total estimated value of civil works contracts, and about 80% of goods contracts. The balance of contracts would be subject to random post review by the Bank Group after contract award. When ICB procedures are used: (a) domestic manufacturers would be allowed a preference of 15% or the existing applicable rate of import duties, whichever is lower, over the c.i.f. price of competing foreign suppliers; and (b) should international firms bid on civil works, qualified domestic civil works contractors would be allowed a preferential margin of 7'- percent over the bid prices of competing foreign contractors. Disbursement 5.09 Disbursement (Annex II, Table 2.05) would be on the basis of (a) 30% of local expenditures for civil works; (b) 100% of foreign expenditures and 65% of local expenditures for construction materials, furniture, equipment and supplies, and transport of goods; (c) 100% of foreign expenditures for library and textbooks and vehicles; (d) 100% of foreign expenditures and 75% of local expenditures for professional services (architectural and engineering) and project administration; and (e) 100% of foreign expenditures and 80% of local expenditures for technical assistance and studies. All disbursements would be fully documented except for disbursements in local currency for operational expenses under project administration, which would be made against statements of expenditure, documentation of which would not be submitted for review but would be retained by the Borrower and made available for inspection by the Bank Group in the course of project supervision. A disbursement profile based on past experience is not valid for this project. The disbursement schedule is based on the status of preparation work and agreed timetables.  - 29 - Auditing 5.10 The PIU would establish and maintain separate accounts for all expenditures incurred under the project. The records would be maintained adequately to reflect, in accordance with appropriate accounting practices, its operations and financial condition. Auditing would be required on an annual basis for all expenditures financed under the project with particular attention to those reimbursed under statements of expenditures. The Auditor General's office does not have the capacity to undertake the annual audit. This would be performed by independent auditors,acceptable to the Bank Group and applying satisfactory auditing procedures. Audits would be submitted to the Bank Group within six months following the end of each of the Borrower's fiscal years. Status of Preparation 5.11 The preparation of the project is in an advanced stage. This has been achieved through the surveys and studies financed under the Technical Assistance Credit (para. 2.34) and summarized in Annex III. The proposal regarding the supply and delivery system is discussed in detail in Annex IV. VI. BENEFITS AND RISKS Benefits 6.01 The major benefit expected to be derived from the project is a rapid improvement in the much deteriorated quality of education. Direct and immediate beneficiaries from the project would be about 1.4 million students enrolled in Government's educational institutions who would be provided with: (a) books (about 1.4 million students); (b) workbooks and other class materials (about 1.3 million students); (c) laboratory and workshop equipment (over 80,000 students); (d) material for improving educational buildings (200,000 to 300,000 students); and (e) improved residential accommodations at Makerere University (over 4,000 students). 6.02 Other benefits to be derived from the project would be institution building by assisting in the establishment of a supply and maintenance system within the MOE and the acquisition of specific managerial skills, including those for handling materials distribution operations, by officials of the MOE who would act as counterparts to the specialists within the PIU. Last but not least, significant benefits are expected to be derived from the studies included in the project, which would provide the Government with a sound basis for important planning and policy-making decisions.  - 30 - Ris ks 6.03 The main factor likely to impinge on the success of the project is the still unsettled condition of general security prevailing in the country. However, unless further deterioration occurs, this would not justify delaying the implementation of the project, which is a crucial component of the Government's rehabilitation effort. The studies undertaken during project preparation have allowed the design of a management and implementation system, to be administered by a technical assistance team, which is conducive to a reduction, to the maximum possible extent of risks of the goods not reaching their intended final beneficiaries. Nonetheless, the implementation of the project would require particularly careful and frequent supervision by Bank Group staff. VII. AGREEMENTS REACHED 7.01 During negotiations agreements were reached with the Government on the following: (a) Criteria to be used in the distribution of project- supplied materials, equipment and supplies (para 3.03); (b) Government's confirmation of its intent to make available to Makerere University the inputs required for proper maintenance of its structures (para. 3.17); (c) The commitment to establish by no later than three months after the proposed project becomes effective, one or more advisory committees, including as appropriate, representatives of various ministries and other institutions, or qualified individuals, for carrying out the studies under the proposed project (para. 3.27); (d) The commitment to submit to the Bank Group no later than June 30, 1985 a comprehensive plan for the provision, procurement and distribution of educational materials in the country after project completion (para. 3.28); (e) Establishment within the Ministry of Education of a Project Implementation Unit with a staffing table and terms of reference acceptable to the Bank Group (para. 5.02); (f) Terms of reference for the team of specialist/ consultants that would have responsibility in the administration of the proposed project (para. 5.02); (g) The commitment to appoint appropriately qualified local counterparts to the consultants referred to in (e) above (para. 5.03); and  - 31 - (h) The commitment to develop a plan for the establishment of a maintenance system within the MOE prior to the departure from Uganda of the consultant team (para. 5.03). 7.02 A condition of credit effectiveness would be the appointment and taking up of post of the Project Director whose qualifications and experience shall be satisfactory to the Bank Group (para. 5.02). 7.03 Subject to the provisions on paragraph 7.01 above, the project constitutes a suitable basis for an IDA Credit of SDR 29.1 million (US$32.0 million equivalent) to Uganda on standard IDA terms.  ANNEX I - 32 COKPARATIVE EDUCATION INDICATORS Page 1 of 2 MOVE"Elt 23,_1962 CENTRAL GOVERNMENT EXPENDITURE COMPLETION ECL'RR ST ON EDUCATION EDUCATION ADULT !,RiL%Ry RArt FOR 'LS" COST tS ON SECIINCARY
91
ALW GNP PtA AS F'FYC.-NT PltlMARY 1PRIMARY 1, FRIMkRy :RATE FK,
H E.%RILL. BASE POP. CAPITA PERCENT CNP TOTAL CENTRA11EXPENUITURES !RATE RATIO ICIICIL '!"Ellli'DUCATION ll,Rlux
TU R AT, I 0 EAR MILLS. (USS DEVOTED rli GOVERNAENT lAL:,0CATFD YC LE ;PER AS PEXCENTISECI)?
PAFY l(NE,) Pt R KU551, (1,T (19%) EDUCA71ON EXPENDITURE PRI 5 (197b) (I i-,EA(,HEFL 'l;NP'CAPITAJ CHIR (1) (2) (3) (4) (5 (b) Ltv
Lc
pjo _CCUNTR
IES A
S rkAL IA do 14.6 8,870 6.3- 14.6 100- 103- 100 21 -- 99 73 L3 lo.$o CANADA 81 23.7 9,6504 7.74 18.54Y 3O&I 144? 2391 99 106X 1.00 21 19.96? too q2x 18 ;!2.60X CEF-AA N% F.R. 79 61.4 12,220 4.6 9.9d --- - -- -- $94 10011 -- --- IOU& 944 --- NETHERLANDS 79 16.1 II,0A4 7,9 5.1 20 35 25 99? 96 95 is 1.5.3 99 42 13

2.40 SUL,l-ALAND 80 3.2 6,061 5.5- 13.4 37 31 28 99 100 100 24 11.6 100 82 15 25.80x. -N 79 0.3 12,863 9.0 18.2 31 10 10 991 992 100 isa 1.9.9 100 79X 10-Y 16.50- EASTERN AFRICA BO A 0 0 11b 720b 6 3P 19 3 4S 28 15 35b 94 74 32 22.0 33*- 20 te i.50 :I 4:1 235 2:8bv 19:0 42 35 23 25 28x 35 37 22.6 12 3K 17 C(li
)Ros so 0.4b 260 6.5- 21.4 40 28b 14 -- 99X 65 45 16.0 58 21X 30 I..O Diiaent $I 0.3 460 5,4 10.8 60 40 ... 10 32 - Al - 60 a 19 0. 5t) IThIGPZA so 31.0b 130b 2.2P 11.14 52 32 144 15 38 -- 59 19.0 --- 9 41A 5.1.0 KENYA 79 15.3 390 5.5- 18.0b 71 15 14 45 92 74 40. 15.9 41 19 28 1.00 LESOTHO so 1.3 4139 4.3p 21.0 51 24 25 52 64 61 49 4.0 64 17 21 0.90 MADAGASCAR 77 8.5 330 4.0- 24.0 53 28 19 so 94bz 33 55b 9.0 38 14 23 3.10by LALC. I SI 6.ib 230b 3
4 10.2b 38 14 25 25b 62 23 65 3.9 12 4 21 0 - 41) MAU'LITIUS 80 O-gb 1,08ob 6.0 11.5 39 40 7 so 87 78 22b 17.1 79 45X 21 0.40 RUANDA 80 5.Ob 200b 3.2 21.3 62 17 it 2
b 57X 62 40 14.0 6 4x 13 0.40 SEYCHELLES 78 65.ob I,Sgob 5.0 12.0 344 339 IC& StVMLIA 78 3.8 11854 2.0
11.0 55 10 21 sob 26by -- 27b 20.4 53b 4bx 16b 1.00 SUDAN 80 2O.Ob 478b 3.0 - 66 39 .1. 32 51S. 68 34 1.4 44 13 16 .;. SWAZILAND Is 0.5 650 7,1- 12.2 36 33 18 65b soby 49a 35by 7.7 669 33bxy 20, I OQ ,XxNzAMIA go 19.5 260 17.7 47 LO 16 79b gab 41 7 2L LL.O lgb 3 2(- 0.00 Ur AN DA so 12.6b 300" 16.1- 23b 37b 20b 48 !4- 61 34 17 5 23 0.6( ZAIRE 76 2 7 . 5 2108 6.0- 22.0 49 26 25 15 847 44 42x 41 13x 27 I.Ioby ZIV 27. A 80 5.7b 566b 4.9 ii.1 48 23 22 44b 95 so 48 12.9 19 16 22 1. $0 zIhE.lBlm &I 7.7b 700b 511 19.5 62 32 6 44b 90 55 39 20.0 63 15 23 0.50 VESTERN AFRICA BENIN 19 1
4b 320b 6.3- 35.0 43 21 5 Ilb 42 30 46 30 11 43 1.00y CA--XROON -78 8.2 590 2.9y 16.OY 33& 43- 2O& 74Y 438 SOY 20a 14Y 26 i.30y C.X.R. 79 2.2 280 -.e.y 20.6-Y - - - 65-Y O.,Cal CliAD 76 4.4 120 2.4-Y 21.7b 15 25Y 77 3xY 21 ?.20Y CCNCO 78 1.5 670 9. G-11Y 27.7-Y - 36by 30 -- 43by -Co 'y GkBC11 77 0.6 2,4,0 3.7by 8.4Y 46by --- --- t4by CMELA 77 0.6 2?0 3.3-- b.5b -.80-Y 46 25& 64 job 4ObY 90a 27bY 44. 7a 40 12by 17 GHA-NA 76 11.3 400 4.0y 15.5b --- -- - - 71b.y --- 27bY - --- 36b-Y 21 CU14FA 77 5.3 27G 4.3bp 2C.Cb 304 31& 304 20 !4bxy 1(,b 39) 11.1? 86b Isb.y 24 5.lrby IVORY COAST Si 8.2b 1,070i, IO,O 43.0 33 46 13 30b 60 n 43 26.0 47 illaxy 26 1.90sy LIBERIA 80 1.9 520 4.6 19.6 43 23 24 3( 52 32 35 20.0 76 22 20 Z.90 MALI 77 6.7t, 18(
b 4.2b 21.7b 45- 378 IS& 10 28bxy -- 43by -- so- 6x --- _90by MAIJRIT&NIA 78 1.6b 320b 5.5 16.9 33 43 25 17b 32 60 44 52.0 30 9 25 0.37 N.,G
R 78 5.2 300 4.3aY 16.64Y 524 43- 59 17 56& 41A 38.78 40 2 24b 0.20Y NIGERIA 77 $2.6 910 4.1? 9.6 --- - - -- -- - - --- IOXY 15 1). 17Y SENEGAL 77 5 5 450 5 0 23.0 46 34 20 10 34b-Y 43by - 20 10 21 Z.,cby sIERRA LEONE 77 3:4 250 4:Ob 16.0b -- - - 15b 37x 35 25.0b 84 ISX 22 1).601ty 76 2.4 4100 6.5q.
6.5q 30a 28a 21a 18 74 40 54by M.0 Si 12bay 4zb L.60hy UPPER VOLTA 78 5.6 180 3,Oa- 19.3&Y 31 16 32 - isby 23 53by 5.1.5? 19 3by 25 1). 027 LATIN AMERICA AND THE CARIBBEAN ARGENrl\A 78--Z 7- 3- 2 2 10 2.7 10.9 434 31& 18- 93b 89 52 17 - 97 31 9 2:1.0( BAAAMA,S 79 0.2 2,77C 5. 7 19.1 36 36 11 93b 99 97 24 - 97 75 BARBADOS 78 0.2 2,680 6.5--y 22.14 43- 31- 16- 99b IOOY 99A VY 19.94 lqa 78Y 20Y 50LIVIA 813 5.4 550 4.1-y 30.5- - - - 63 74Y 20ir -- --- LSY --- 12.60Y DRAZIL JA 116.5 1,770 3,8 6.2 51 - 14, 76 734Y 2307 4.5b 61- 15-Y t4-Y 12.62b CHIU 76 LO.9 I ago 3.2by 13.Ob - - - - llgbxy --- 34by -- -- 55bzy 2ObY ii.goby COLOMBLA 90 26.7b :18ob 3.3 25.0 35 20 20 alb 78 A 32 6.6 -- 47 20 13. 02-Y COST& Rtr-A so 2.2b 1,910b 3.4 31.1 40 21 33 90 93 77 33 5.5 7 7 40 27 lb.00 CIZEA 76 I. a - 4.0 11.0 - - - S6 112bzy 96 leby - 98 7jbxy is 0.02bY DOMIKICAS REP. 5.3 1,030 2.1y 13.97 - - -- 67 - -- - - ECUADOR so 8.4b 1.110 6.DP 36.7 45 31 16 81 105 - 36 L2.6 66 47 16 2 9. CO EL SALVADOR 77 4.4 640 3,Aby 23.1by 64 8 2 1 &2 82b%l 32 39 - 41 26b.y 27b7 ""gob? GUATE.mALA I a 6.8 L,010 i.7-Y 12.6b - - - - 69bxy - 35by - 69 15bly Igby 5. 50y CUYAMA 76 L.& 630 S. 0,7 13.8bY - -- - - ggbxy -- 32bY - -- Sgbxy -- J.ooby RAITI so 5.0b 230 3. 4- 7.947 65 9 6 23b 50 20 41 19.0 62s .9 27 0 so IONDUUAS a 3.6 520 3.5by 14.3by 624 154 194 60 sgbzy 30a 4Lby 12.49 682 ZIXT 1.9 8:00Y JAMICA AO 2.1 1,110 6.5 13.7 31 43 20 90 ts ga 40 2.3 95 $I 22 5 00 XEXEC so 65.5 I 4 7 17 04 46 39 15 92 96 53 44 0.) 56 56 17 1LI.30 MICAXAGUA 78 2.6b ; ! Cob 3:0b
14:Ob - - - gob 85bz 24 37b - - , " bx 30b - PA
4AMA 7 8 1-0 1,550b 5.5by 21.8by 42A 134 13 &2b 95by - .5by 11.6 859 soby 27b, 20.4oby p xpu
u All 79 1.0 1,'-40 1.4- 14.2 42 1 7 20 94 63 32 Zs 3.Ir 76 22 1 2 0. ;a PERU AO 16.6 1,000 3.6 14.3 53 1 5 1 9 80 03 56 39 9.8 89 39 2: 14.4cy TRINIVAD rOg. 7 7 1.1 -3,9LO 4.8bi 8 . 8 bY 44 12 20 95 98 91 30 LO.5? .9 62 URUCCAY 79 2.9 2,5c) 2.5 9.4b - - - 94 105bx 24b --- 64b. --- 404Y VENE7L,ELA 7S 14.4 3,440 5,17 18.9b - - - 82 jobb. 28 36b. I I 7,:..,loy  - 33 - tANNEX I CONI'ARATIVF EDUCATION 1NIC.ATORS Tab I c 1. 01 ov"It 2vuTOlI8 1) 1 e 2 of 2 _ CENTRAL_ ___ _ _ _ _ _ _ _ __ _ _ _ _ _ _ - r ClTiFkAL r I IIt 1U*URI OIPOIO IiA IX RJENDITDtE CASpY;TION FECURR?ST Os EDL:AI IO1P tDI CATION ADULT Po1IMARY RAT?. FIO VN'IT COST PRiGRESI1CN SECObDARl RICFHE Cb'P YEa A^S II hcLI ItiEccptAt NT 0115 7i ENROLL. PRI$CAAY PRIYARY 16161 AI BArRATE 0r6o0 EStOLL. SFCIONUAR\ ENO9CLL. 6AStl P0P. CAPITA PLFQNT 16)' TiTAL C,STRALIL.tPFrNr'9ltS BATI RAT.O SCiOOL ITUIIDST F.UCAtlOS PIlON AIS '0 140 STATDE60O NATi YEAR21ILLS.. (US1) SDEVCT7D, ro GOVERNr.T jALLocATLD tu (1) txEr) CYCLP PER AS PERCENT SICONDARY OT) IPEL ILRCSIS) (1979) (1479) IlDC4TI0R. ExPEhi ulztR FXI SOC Hl8 (1976) (2) (2) TEAONtE6 cGrP/CA'ISAi (S1 M) TEACHER (t)7 _ | (1) (2) 0) (z) _ <5> ! (e) _~~~~~~~ ~ ~~~~~~~~~(7) 3, (9) (lo)) 1 (12> (13) (I4 EAST ASIA At. TNE PACIFIC CRI4A 7 981.8 260 3.1 6.6 29 34 27 66 93 64 27 6.0 63 '7 19 2. 6 ItL(;VESIDA 61 142.9 370 3.0 9.1'V 66 39 - 32b 94A 6t8 34 1.4 64 23x 26 2.00' ROSLA 82 39,31 14636b 7*7' 20.8 34 34 31 96 99 98 43 19.0 9B B. 35 21.60 "A4A"SIA so 14.2b l AtOb 5.2 22.0 39 32 13 60b 96X 94 28 -- 8' 65 27 3.70 PAQLA N.C. 79 2.9 760 5 4. 16.4v --- -_ 58' 73 31 1.1 -- 64b 23 __ p ILAIPPINES 79 48.3b 690b 2.8' 14.0 64 36^5--- 75b 84 65 31 7.1 B9 55 3D 21.00 SI tAPCPOE 80 2.4 4,420 2.7 6.7 39 40 16 83 92 t2 31 8.8 to 55 22 8.00 SOLOMO'. ISL. SO 0.2 460 4.2P! 10.0' 41 34 20 - 60 s0 26 --- 35 is --- --- TP.AILAND 60 47.3b 723b 3.6 20.9 59 15 13 86b 96 ___ 17 9.3 59 58 22 4.00 SCOTH ASIA DAEZCLADES